COMPREHENDING

MEMORY &
MEMORY

Courtney Owen

TEACHING FOR COMPREHENSION IN READING:

GRADES K-2
BY: GAY SU PINNELL & PATRICIA L. SCHARER

Part I: Expanding Our Understanding: The Foundation for

Successful Teaching
Strategies
Part II: Teaching for Comprehension as Students Engage
with Text
Part III: Facilitating Effective Teaching Through
Organized Productive Independent Work
Pros & Cons

EMOTIONAL & COGNITIVE

LEARNING
LeDoux (1996)- neural
pathways set to evoke an
emotional response
Helpful- enhance and build
learning
Negative- impair learning

CH. 3: THE ROLE OF EMOTION IN

MEMORY & COMPREHENSION

PROCEDURAL MEMORY
Rote Rehearsal, memorization
Sequences
Letter names, letter sounds, multiplication tables,
high-frequency words
Activity:
Schedule using words, symbols, pictures, numbers, colors

EPISODIC MEMORY
Triggered by symbol, color, word, picture
Context & Location
Role Playing, Group Activities, Debates
Activity:
Building Memories- Group Activity
String
I likedogs Raise hand if that reminds you of a memory/ story
Pass to whoevers story you connect with

SEMANTIC
Structured record offacts,meanings,concepts
andknowledge about the external worldthat we
have acquired.
Working Prior Knowledge Schema Long-Term
Activity:
Think of a random fact or historic event, one you know well.
Why? How?

EMOTIONAL
Reflective Memory
Most powerful influence on thought process
Emotions affect short-term, working, and long-term memory
Activity
Think of a song that immediately comes to mind when you think about
high school
An object you treasure even though it has very little monetary value
A time you love to remember because you were happy.

TEACHING TIPS
1. Show through your actions that you are
genuinely interested in children, in what
they think and what they do
2. Select books and generate sentences that
reflect childrens interests.
3. Use social interactions and activities to build
positive memories that will influence long
term memory